Childminder in Plymouth

Inspection date

Previous inspection date 03/04/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are happy and feel secure because the childminder provides a warm, welcome and safe environment.  The childminder makes good use of clear procedures to monitor and plan for children's progress.  The childminder interacts well with children and is attentive to their individual needs.  The childminder reflects on her practice and has a sound vision for future improvements.

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It is not yet outstanding because

 The childminder provides a good range of toys and activities to promote children's learning and development, although there is less variety in the play materials for babies to experience.  Although the childminder records useful information for parents about their children's activities, she does not extend the details to reflect the areas of learning in which children are making progress.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the childminder in her childcare practice.  The inspector had discussions with the childminder.

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Inspection activities

 The inspector read information on children's development, and a sample of policies and procedures.  The inspector checked safety and suitability of the premises.

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Information about the setting

The childminder registered in 2013. She lives with her husband and their two children in Plymouth, Devon. All rooms on the ground floor of the house and a first floor bedroom are used for childminding. There is an enclosed rear garden for outdoor play. The family keeps chickens in a separate area of the garden. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently three children on roll; of these, two are in the early years age range. The childminder takes and collects children from the local school. She also attends carer and toddler groups.

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To further improve the quality of the early years provision the provider should:

 make use of a wider variety of resources for babies to explore, to enhance sensory and tactile play opportunities

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To further improve the quality of the early years provision the provider should:

 extend the information for parents, to improve the details on children's learning and development.

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who attend

The childminder seeks relevant information from parents about children during the introductory period. This enables her to make initial plans to meet children's individual needs. She takes good account of babies' and older children's requirements and their interests. For example, the childminder knows that children who attend her provision after school like to play with their friends or relax quietly. Children play imaginatively together and instigate their own games; this shows their developing independence and confidence. Daily routines are tailored to suit the children; for example the childminder skilfully incorporates the needs of babies, so they can sleep and eat when they need to. She is very attentive to babies, talking to them and playing with them all the time. Babies babble in response and blow raspberries as they practise new sounds and skills. The childminder repeats words and counts 'one, two three' as she stacks blocks, so babies watch and listen

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who attend

with interest. Babies feel secure as they are propped safely against a cushion or the childminder. They copy the childminder as she encourages them to clap their hands, which shows positive interaction. The childminder has cloth books that babies like to look at with her. They jab at the pages and notice the pictures as they develop an early interest in books. The childminder has a number of baby toys for them to play with, although these are similar in type, which limits variety in sensory play experiences. The childminder promotes children's learning well with a good range of activities. For example, children use various jigsaws that offer different levels of challenge. Children concentrate and complete puzzles, so they are constructive in their activities. The childminder helps children to be ready for school because she promotes their confidence, independence and competence. Children develop a love of books and drawing, which is a

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who attend

good foundation to build on for their future learning. The childminder observes children and has regular discussions with parents. She maintains a daily diary and has a tracking record to monitor and plan for children's next steps. The diary provides useful information for parents with general comments about what their children have been doing. However, there is scope to extend the detail here, to reflect the areas of learning in which children are making progress. The childminder is aware of the requirement to complete a progress check for two-year-old children.

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The contribution of the early years provision to the well-being of children

Babies giggle with pleasure and show interest in their surroundings. They look around and recognise familiar voices and faces, such as members of the childminder's family. This shows that they are forming secure attachments and are happy in the care of the childminder. Babies are content and comfortable because the childminder tends to them promptly. For example, she knows when they are tired or hungry and quickly addresses the matter.

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The contribution of the early years provision to the well-being of children

The childminder follows good hygiene practice, which promotes and protects children's health. For instance, she wears disposable gloves when nappy changing and wipes the mat clean. She teaches children self-care skills, so they learn to be independent. Pictures and labels in the bathroom promote children's literacy skills and remind them about hygiene routines. Good arrangements are in place to meet the dietary requirements of children. The childminder promotes healthy eating well and offers fruit as an alternative if children ask for chocolate.

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The contribution of the early years provision to the well-being of children

Children benefit from fresh air and exercise through plenty of outdoor play opportunities. The childminder takes children to the park and indoor play centres on a regular basis. Children develop physical skills and coordination as they learn to climb, run and jump in a safe manner. The childminder encourages children to be aware of their own abilities and to be careful. This means that children begin to develop a sense of responsibility and understand what they can do. Children respond well to the childminder, which contributes to their safety. For example, when they walk back from school, the childminder teaches them where and how to cross the road. Children learn to stop and look for cars, so they can consider if it is safe for them to cross.

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The contribution of the early years provision to the well-being of children

Different games and activities help children learn to take turns and to share toys. In the garden children enjoy the playhouse and play in the sand or water trays. The childminder engages with the children to promote interest and extend learning. For instance, children create shapes in the sand and make comparisons between wet and dry. The childminder adds shells, which prompts children to talk about and create a beach. She is keen for the children to have fun as they play and learn.

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provision

The childminder has relatively new childcare arrangements in place. She is making good progress in her implementation of the Early Years Foundation Stage framework. Consequently, the childminder securely meets the statutory requirements. Records and documentation are in efficient order and the childminder demonstrates a well-organised approach to her practice. The childminder has a good understanding of the learning and development requirements, helping children to make good progress through her effective interaction and use of planning and monitoring systems.

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provision

The childminder has good knowledge and awareness of the Local Safeguarding Children Board procedures. This means that she knows what to do to protect children from risk of harm. The childminder is conscientious about the safety and supervision of children in her care. For example, she goes to check sleeping babies at regular intervals and uses a sound monitor so that she is alert to them waking up.

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provision

Since registration the childminder has completed further training on safeguarding children. She has checked and updated her childcare policies and procedures, so they reflect current guidance. The childminder makes ongoing risk assessments and adjustments to keep children safe as their needs change. For example, she had discussions with parents and made suitable provision before using a bedroom for children to sleep in during the day. The childminder evaluates her provision and has good ideas that will help to develop her practice. For instance, she plans to join childminder groups, which provide social opportunities for children and support in business issues. The childminder is having a conservatory built and is re-organising use of rooms to provide a designated playroom. She demonstrates a good capacity to develop and improve her provision for children.

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provision

The childminder is friendly and forms positive relationships with people. This results in parents approaching her specifically to request that she care for their children. The childminder displays useful information for parents, such as certificates, policies and procedures. She is making positive links with other providers to promote continuity of care, for children who attend more than one setting.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY467310 Local authority Plymouth Inspection number 934990 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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